The relationship between physical activity, life satisfaction, emotional regulation, and physical self esteem among college students.

The satisfaction with life among college students is a multifaceted phenomenon influenced by various factors. This research investigates the influence of physical activity on the life satisfaction of college students, with a particular focus on the mediating effects of emotional regulation and physical self-esteem. Utilizing a cross-sectional approach, the study surveyed 614 freshman students at a vocational college in the Ningxia Hui Autonomous Region. The assessment tools included the Physical Activity Rating Scale (PARS-3), the Satisfaction with Life Scale, the Physical Self-Esteem Scale (PSPP), and the Adolescent Emotional Regulation Ability Scale. Data analysis was performed using SPSS 27, encompassing descriptive statistics, reliability analysis, independent sample t-tests, correlation analysis, and mediation analysis, while controlling for gender and ethnicity. The findings revealed significant gender disparities in physical activity levels, physical self-esteem, and life satisfaction among the college student population. The mediation analysis showed that although the direct effect of physical activity on life satisfaction was not statistically significant (P > 0.05), its indirect effects through emotional regulation (β = 0.0269, P < 0.001) and physical self-esteem (β = 0.0837, P < 0.001) were highly significant. Moreover, physical activity positively predicted life satisfaction through the combined mediating pathway of emotional regulation and physical self-esteem (β = 0.0049, P < 0.001). Therefore, the study concludes that while the direct impact of physical activity on college students' life satisfaction might be subtle, its positive effects are primarily channeled through the mediation of emotional regulation and physical self-esteem, offering valuable insights for institutions to enhance the overall well-being of their students.